English Language 5 is a compulsory course in the first term of the third year of the English Studies degree. It is part of the English Language Module, training students to acquire C2 proficiency. It builds on the advanced skills developed in English Language 4 (C1.2) and prepares students for Academic English in fourth year.

This course develops skills for analyzing and improving formal writing in essays and reports, and discussing the analyses orally. It is the last in the series of general English language courses. Academic English turns to specific aspects of academic communication.

Given its compulsory character, this course is fundamental to subsequent degree courses that require proficient use and comprehension of English.

The tasks in this course allow students to develop both formal language skills and analytic argumentative skills that are highly relevant in foreign language teaching, the publishing industry, and international academic research.

Upon beginning the course, students should have good control of the active and passive advanced English language skills developed in English Language 4.

COMPETENCES



This course belongs to the English Language Module (M02). It develops these module competences:



- To understand written and oral texts in English at C2 proficiency (M02CM01)

- To produce written texts (including academic texts) and oral texts in English at C2 proficiency (M02CM02)



The achievement of these Module competences entails the fulfilment of the following general and cross-curricular degree competences:



- To produce and understand any type of oral and written text in English (G001)

- To analyse, synthesize and explain the grammar and the use of English (G003)

- To relate specific knowledge of the degree with other areas and disciplines and to transmit that knowledge in further studies in order to favour conciliatory and tolerant attitudes towards multilingual and multicultural diversity (G007)

- To work autonomously and in teams, making use of the techniques and tools acquired (G008)

- To transmit acquired knowledge in various academic contexts as preparation for various professional contexts (G009)



LEARNING OUTCOMES



By the end of this course, successful students will achieve these outcomes in the following language areas:



1. Written Production: produce clear, smoothly flowing, complex reports and essays that give critical appreciation of proposals, or present a case while highlighting significant points.

[Learning outcomes linked to Module/Degree competences M02CM02/G001, G003, G008, G009.]



2. Spoken Production: produce clear, smoothly flowing well-structured speech confidently with an effective, persuasive logical structure that helps the recipient to notice and remember significant points; convey finer shades of meaning precisely; handle difficult and hostile questioning.

[Learning outcomes linked to Module/Degree competences M02CM02/G001, G003, G008, G009]



3. Grammar: use consistently grammatical complex language, even while attention is otherwise engaged.

[Learning outcomes linked to Module/Degree competences M02CM02/G001, G003.]



4. Vocabulary: use consistently correct and appropriate vocabulary with a good command of a very broad lexical repertoire.

[Learning outcomes linked to Module/Degree competences M02CM02/G001, G003, G008.]



5. Reading Comprehension: understand and interpret critically virtually all forms of written language including abstract, structurally complex, or highly colloquial non-literary writings, appreciating subtle distinctions of style and implicit as well as explicit meaning.

[Learning outcomes linked to Module/Degree competences M02CM01/G001, G003.]



6. Listening Comprehension: understand with no difficulty any kind of spoken language, whether live or broadcast, delivered at fast native speed; follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology.

[Learning outcomes linked to Module/Degree competences M02CM01/G001, G003.]



7. Intercultural competence: take on different roles according to the needs of the participants and the requirements of the activity, and provide appropriate individualised support.

[Learning outcomes linked to Module/Degree competences M02CM02/G008.]

1. Written Production: strategies and guidelines to write clear, smoothly flowing written C2 level texts

2. Spoken Production: strategies and guidelines to speak clear, smoothly flowing oral C2 level texts

3. Reading Comprehension: skills to understand and critically interpret written language at C2 level

4. Listening Comprehension: skills to understand any type of spoken language at C2 level

5. Grammar: reinforcement of complex and accurate use of grammar in C2 level oral and written texts

6. Vocabulary: reinforcement of consistent use of appropriate vocabulary at a C2 level

7. Sustainable Development Goals (SDGs): learners will have the opportunity to work on their intercultural competence through a COIL-based project which will revolve around the Sustainable Development Goals (SDGs).

This course deploys a combination of three teaching methods that are student-centred and foster autonomous and collaborative work:



1. Lectures: the instructors deliver lectures explaining the characteristics of the tasks. The primary tasks are an argumentative essay together with a self-report, and the development of a COIL project. Class time focuses on student-centred exercises that develop skills for the primary tasks, as well as Use of English revision and learning. Students are encouraged to participate actively.



2. Project-Based Learning (PjBL) methodology is an active methodology in which students develop a project collaboratively in groups and with peers. A simplified PjBL methodology is used to develop the COIL project.



3. An adapted form of data-driven learning (DDL) methodology, focusing on (self-)discovery and inductive learning is used to achieve writing and organisational learning outcomes. Students will be trained to learn from (their own) English production.



Students will receive written and/or face-to-face feedback on their assignments following the criteria in the rubrics. The rubrics are available in the Assignment Rubrics section below. Students will also have opportunities to discuss and re-submit certain assignments before receiving a final grade.

• Ebaluazio Jarraituaren Sistema
• Azken Ebaluazioaren Sistema
• Kalifikazioko tresnak eta ehunekoak:
  • 1. Listening Test (10%) 2. Reading Test (10%) 3. Use of English Tests (20%) 4. Argumentative Essay (15%) 5. (Self)report on argumentative essay writing (15%) 6. Group project (COIL) (30%) (%): 100

Assessment in this course is continuous: tasks are completed throughout the term with no final exam (Capítulo II, artículo 8, 2.a). Continuous Assessment tasks are:



1. Listening Test (10%)

2. Reading Test (10%)

3. Use of English Tests (20%)

4. Argumentative Essay (15%)

5. (Self)report on argumentative essay writing (15%)

6. Group project (COIL) (30%)



Feedback will be provided in face-to-face form. Students will also have opportunities to discuss their essay 1.0 in a few in-class working sessions before submitting the self-report. Feedback about this self-report will be given in written form before the essay 2.0 is written in class and submitted for a final grade.



Assignments are evaluated with rubrics developed from the specific assignment criteria, and C2 criteria from the Common European Framework of Reference for Languages (CEFR).



The final grade is calculated as the sum of the task results, but students must obtain a minimum grade of 50% on every task for the grade to be included in the calculation of their final grade.



Continuous assessment students withdraw from the First Call by writing their instructor before the end of week 12 of the Calendar explicitly withdrawing from the call.

Final assessment students withdraw from the First Exam Call by not sitting the exam (Capítulo II, artículo 12).

Students who withdraw from an exam call receive a final grade of “no grade submitted” [ez aurkeztua/no presentado].

Students who withdraw from the First Call carry over no grades to the Resit Call.



Final assessment consists of an in-person, hand-written, final exam with six parts:

1. Listening Test (10%)

2. Reading Test (10%)

3. Use of English Test (20%)

4. Argumentative Essay Writing (15%)

5. Argumentative Essay Analysis (15%)

6. Speaking test (30%)



Exam papers are evaluated with the corresponding Assignment Rubrics below.



The final grade is calculated as the sum of the results, but students must obtain a minimum grade of 50% on every task for the grade on each part to be included in the calculation of their final grade.



Fatal Errors criteria apply to parts 4-6.

The Resit Exam has the same structure as the final assessment. It is an in-person, hand-written, exam with seven parts:



1. Listening Test (10%)

2. Reading Test (10%)

3. Use of English Test (20%)

4. Argumentative Essay Writing (15%)

5. Argumentative Essay Analysis (15%)

6. Speaking test (30%)



Papers 4-6 are evaluated with rubrics provided in the Student Guide (eGela).



The final grade is calculated as the sum of the results, but students must obtain a minimum grade of 50% to be included in the calculation of the final grade. Fatal Errors criteria apply to parts 4-6.



Both First Call continuous and final assessment students may choose to carry their First Call passing grades over to the Resit Call. They may choose to resit the parts corresponding to the First Call tasks that they wish to improve, but no First Call failing grades are carried over to the Resit Call. When they sit a part in the Resit Call, the Resit grade replaces the First Call grade.



Students withdraw from the Resit Call by not sitting the exam.



If we are confined again, the papers will be administered virtually.

Pinker, S. (2014). The sense of style. Penguin Random House.

- Additional course materials are available on the eGela course page.

Oinarrizko bibliografia

American Psychological Association. (2019). Concise guide to APA style (7th ed.).



Alexander, L. (1988). Longman English grammar. Longman.



Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.



Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment: Companion volume with new descriptors. https://www.coe.int/en/web/common-european-framework-reference-languages



Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. https://www.coe.int/en/web/common-european-framework-reference-languages



Cutts, M. (2013). Oxford guide to plain English (4th ed.). Oxford University Press.



Hewings, M. (2013). Advanced grammar in use (3rd ed.). Cambridge University Press.



Swan, M. (2016). Practical English usage (4th ed.). Oxford University Press.



Sword, H. (2016). The writer's diet: A guide to fit prose. University of Chicago Press.



Williams. J. M. (1990). Style: Lessons in clarity and grace. University of Chicago Press.

Gehiago sakontzeko bibliografia

Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge University Press.

Quirk, R, Greenbaum, S., Leech, G., & Svartoik, J. (1985). A comprehensive grammar of the English language. Longman.

Aldizkariak

College Composition and Communication; Journal of Second Language Writing; Language Teaching Research

Web helbideak

- Writing
The Writer's Diet: http://writersdiet.com/

Expresso Writing: https://www.expresso-app.org/

Plain Language Commission: https://www.clearest.co.uk/

Classic Prose: http://classicprose.com/csguide.html

Purdue Online Writing Lab: https://owl.purdue.edu/owl/purdue_owl.html

- Speaking
Group of 9 Universities English Monologue Competition: https://www.uni-g9.net/concurso-de-monologos-en-ingles

Toastmaster’s International: https://www.youtube.com/user/Toastmasters

Public Speaking Power: https://www.youtube.com/channel/UCmXvgyHv8srNLQCzQ-duqJg

- Language and Linguistics
The Language Log: https://languagelog.ldc.upenn.edu/nll/

- Dictionaries
American Heritage Dictionary: https://ahdictionary.com/

Cambridge Dictionaries: https://dictionary.cambridge.org/dictionary/english/